CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: __________________________________________ Division: _________________________ Date: ___________________

A. LEADERSHIP AND GOVERNANCE (30%)

A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse environments.
Indicators 1 2 3 MOVs/ Documents/ Rating Recommendations
Systems
1. In place is a Development The development plan guided by The development plan is evolved The development plan is enhanced * SIP – AIP (Extent of participation of
Plan (e.g. SIP) developed the school’s vision, mission and through the shared leadership of with the community performing the stakeholders)
collaboratively by the goal (VMG) is developed through the school and the community leadership roles, and the school *SGC
stakeholders of the school and the leadership of the school and the stakeholders. providing technical support. *SPT
community. participation of some invited * Annual Procurement Plan
community stakeholders. * Annual Budget
* Documentation of the SIP Process
(Minutes of the Meeting, Attendance,
Photos)
*SRC
2. A network of leadership The school leads the regular review The school and community The community stakeholders lead *SGC
and governance guides the and improvement of the stakeholders working as full the regular review and improvement *Project Team/Monitoring Team
education system to achieve its development plan. partners, lead the continual process; the school stakeholders *Reviewed/adjusted SIP
shared vision, mission and review and improvement of the facilitate the process. * SMEA docs
goals making them responsive development plan. * Documentation of the SIP Review
and relevant to the context Process (Minutes of the Meeting,
of diverse environments. Attendance, Photos/videos)

3. The school is organized by a The school defines the The school and community Guided by an agreed organizational * School Faculty Association
clear structure and work organizational structure, and the collaboratively define the structure, the community * School Governing Council Structure
arrangements that promote roles and responsibilities of structure and the roles and stakeholders lead in defining the * Parents-Teachers Association – (DO
shared leadership and stakeholders. responsibilities of stakeholders. organizational structure and the No. 54, s. 2009, DO No. 67, s. 2009
governance and define the roles and responsibilities; school * Supreme Student Government /
roles and responsibilities of the provides technical and Pupil Government (DM 4, s. 2012)
stakeholders. administrative support. *Organizational Charts
*Constitution and By-Laws
*Students Handbook
*Child Protection Policy/Committee
4. A leadership network A network has been collaboratively The network actively provides The network allows easy exchange *SRC
facilitates communication established and is continuously stakeholders information for and access to information sources * Communication Plan
between and among school and improved by the school community. making decisions and solving beyond the school community. * Communication Flow
community leaders for informed learning and administrative * Communication System
decision- making and solving of problems. * School Website
school community wide- * Newsletter
learning problems. * Linkages/partnerships with other
Sectoral Groups - MOA, MOU, etc.
(Minutes of the Meeting, Photos)
*Inventory of Projects given by
stakeholders.
5. A long term program is in Developing structures are in place Leaders undertake training Leaders assume responsibility for * T&D System
operation that addresses the and analysis of the competency modes that are convenient to their own training and * Individual Plan for Professional
training and development and development needs of them (on-line, off-line, modular, development. School community Dev’t (IPPD) (TNA)
needs of school and leaders is conducted; result is group, or home- based) and leaders working individually or in * School Plan for Professional
community leaders. used to develop a long- term which do not disrupt their groups, coach and mentor one Development (SPDP) for School
training and development regular functions. Leaders another to achieve their VMG. Heads
program. monitor and evaluate their own * Training and Development Plan
learning progress. for School and Community Leaders
* Training Designs
*Developmental Needs (IPCRF)
*Terminal Reports
*Certificates of Attendance to
Trainings/Seminar

_____________________________________________________
SBM Assessor/s
(Signature over Printed Name)
 CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ___________________________________ Division: _____________________ Date: ___________________

B. CURRICULUM & LEARNING (30%)

The curriculum learning systems anchored on the community and learner’s contexts and aspirations are collaboratively developed and continuously improved.
Indicators 1 2 3 MOVs/ Documents/Systems Rating Recommendation
1. The curriculum provides All types of learners of the school Programs are fully implemented The educational needs of all type *Log Books
for the needs of all types community are identified, their and closely monitored to of learners are being met as *Action Researches
of learners in the school learning curves assessed; address performance shown by continuous *Innovative Work plans
community. appropriate programs with its discrepancies, benchmark best improvement on learning *Intervention Programs
support materials for each type of practices, coach low outcomes and products of *ADM
learner is developed. performers, mentor potential learning. Teachers’ as well as *Students Portfolio/Projects
leaders, reward high students’ performance is *Documentation of Best Practices
achievement, and maintain motivated by intrinsic rewards. *SIM
environment that makes The Schools’ differentiated *CI Projects
learning, meaningful and program is frequently benchmark *Modules
enjoyable. by other schools. *Institutionalized programs for
inclusive education
* Learners’ profile with their learning
needs
2.TD he implemented Local beliefs, norms, values, The localized curriculum is Best practices in localizing the * Localized Curriculum support
curriculum is localized to traditions, folklores, current implemented and monitored curriculum are mainstreamed and materials
make it more meaningful to events, and existing technologies closely to ensure that it makes benchmarked by other schools. - Contextualized LMs
the learners and applicable are documented and used to learning more meaningful and There is marked increase in (Big Books
to life in the community. develop a lasting curriculum. pleasurable, produces desired number of projects that uses the ( Curriculum Adaptation
Localization guidelines are agreed learning outcomes, and directly community as learning laboratory, MTB Dictionary)
to by school community and improves community life. and the school as an agent of - Improvised/Localized LMs/
teachers are properly oriented. Ineffective approaches are change for improvement of the IMs/DLL
replaced and innovative ones community.
are developed.
3. A representative group of A representative team of school
school and community and community stakeholders Learning materials and Materials and approaches are * Linkages with CSOs/NGOs/HEIs in
stakeholders develop the assess content and methods used approaches to reinforce being used in school, in the family improving Quality of Instruction
methods and materials for in teaching creative, critical strengths and address and in community to develop * Visual Aids
developing thinking and problem solving. deficiencies are developed and critical, creative thinking and *Digitized IMs
Creative thinking and Assessment results are used as tested for applicability on problem solving community of *Quality Assured and accepted
problem solving. guide to develop materials. school, family and community. learners and are producing Localized LMs
desired results. *QA Team for Learning Resource
Materials Development

4. The learning systems are A school- based monitoring and The school- based monitoring and The monitoring system is accepted *Supervisory Plan
regularly and collaboratively learning system is conducted learning systems generate and regularly used for collective *Classroom Observation
monitored by the community regularly and cooperatively; and feedback that is used for making decision making. Tools/Checklists
using appropriate tools to feedback is shared with stakeholders. decisions that enhance the total The monitoring tool has been * Feedback Monitoring Form
ensure the holistic growth and The system uses a tool that monitors development of learners. improved to provide both quantitative * PTA Conferences
development of the learners the holistic development of learners. and qualitative data. *Attendance Sheets/Minutes of the
and the community. A committee take care of the Meeting/Photos
continuous improvement of the *SMEA
tool. *Guidance Forms

5. Appropriate assessment The assessment tools are reviewed The assessment tools are Schools assessment results are used *Teachers’ Test Notebook
tools for teaching and learning by the school and assessment results reviewed by the school community to develop learning programs that are * Teachers’ Portfolio
are continuously reviewed are shared with school’s and results are shared with suited to community, and customized * Test Results & Test
and improved, and stakeholders. community stakeholders. to each learners’ context, results of Item Analysis
assessment results are which are used for collaborative *Table of Specifications
contextualized to the learner decision-making. * Test Item Bank
and local situation and the Formative/Summative Tests
attainment of relevant life skills. *Remediation Programs
* Enhanced Assessment Tools adopted
from Partners
6. Learning managers and Stakeholders are aware of child/ Stakeholders begin to practice Learning environments methods and * Child Protection Committee Organized
facilitators (teachers, learner- centered, rights- based, and child/ learner- centered principles resources are community driven, * School-Based Child Protection Policy
administrators and community inclusive principles of education. of education in the design of inclusive and adherent to child’s rights *intake Sheets
members) nurture values and support to education. and protection requirements. *Policy Implementation Report cum
environments that are Learning managers and facilitators Learning managers and facilitators CFSS
protective of all children and conduct activities aimed to increase apply the principles in designing Learning managers and facilitators *WINS PROGRAM
demonstrate behaviors stakeholders awareness and learning materials. observe learners’ rights from * Co-curricular Activities Report (ex:
consistent to the organization’s commitment to fundamental rights of designing the curriculum to structuring Scouting, Religious Instruction, Science
vision, mission and goals. children and the basic principle of the whole learning environment. Camp, etc.)
educating them. *Students Handbook

7. Methods and resources are Practices, tools and materials for Practices, tools, and materials for There is continuous exchange of
learner and community- developing self- directed learners are developing self- directed learners information, sharing of expertise and * Student’s Portfolios
friendly, enjoyable, safe, highly observable in school, but not in are beginning to emerge in the materials among the schools, home * Library Services
inclusive, accessible and the home or in the community. homes and inthe community. and community for the development * Guidance Services
aimed at developing self- of self- directed learners. *Computer/Science/TLE Laboratory
directed learners. Learners Learning programs are designed and The program is collaboratively The program is mainstreamed but * ADM Modules
are equipped with essential developed to produce learners who implemented and monitored by continuously improved to make * Awards received by
knowledge, skills, and values to are responsible and accountable for teachers and parents to ensure relevant to emergent demands. Learners/teachers/school
assume responsibility and their learning. that it produces desired learners. head/school/non-teaching
accountability for their own * Learners-initiated projects
learning. *Classroom Structuring
* Reading Centers
*Study Sheds/Reading Nooks

_________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)
CONTEXTUALIZED SBM ASSESSMENT TOOL
Name of School: _____________________________________________ Division: ________________________ Date: ______________________

C. Accountability & Continuous Improvement (25%)

A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by the school community, which monitors performance and acts appropriately on gaps and gains.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Roles and responsibilities There is an active party that The stakeholders are engaged in Shared and participatory processes Structure of School Accountable
of accountable person/s initiates clarification of the roles clarifying and defining their are used in determining roles, Organizations:
and collective body/ies are and responsibilities in education specific roles and responsibilities. responsibilities and accountabilities * School Faculty Association
clearly defined and agreed delivery. of stakeholders in managing and * School Governing Council Structure
upon by community supporting education. (SGC)
stakeholders. * Parents-Teachers Association –(DO
No. 54, s. 2009, DO No. 67, s. 2009
* Supreme Student Government /
Supreme Pupil Government (DM 4, s.
2012)
- Attendance, Photos, Minutes of the
Meeting regarding the Crafting of
Definition of Roles and
Responsibilities of School
Organization (PTA, SGC, SSG, SPG,
FC, etc
2. Achievement of goals is Performance accountability is A community- level accountability A community- accepted performance Appropriate Actions to address Gaps
recognized based on a practiced at the school level. system is evolving from school- accountability, recognition and based on the following:
collaboratively developed initiatives. incentive system is being practiced. * SMEPA Implementation
performance accountability * Recognition and incentive system
system; gaps are addressed * General PTA Assembly Meetings
through appropriate action. * Homeroom PTA Meetings
- Attendance, Photos, Minutes of the
Meeting in the development/capability
building program on Performance
Accountability System (SMEPA)
3. The accountability system The school articulates the Stakeholders are engaged in the School community stakeholders *Accountability System’ processes,
is owned by the community accountability assessment development and operation of an continuously and collaboratively mechanisms and tools
and is continuously enhanced framework with basic components, appropriate accountability review and enhance accountability (Liquidation Reports, Updated
to ensure that management including implementation assessment system. systems’ processes, mechanisms Transparency Board, Procurement
structures and mechanisms guidelines to the stakeholders. and tools. Report, WFP)
are responsive to the - Attendance, Photos, Minutes of the
emerging learning needs and Meeting of the Enhancement and
demands of the community. Review of M&E System
*Project implementation review
* Organized QMS Team
* Minutes of the QMS Quarterly
Meeting/Conduct of Assessment/
Photos

4. Accountability assessment The school, with the participation of Stakeholders are engaged in Stakeholders continuously and * Assessment Tools: Clients’
criteria and tools, feedback stakeholders, articulates an development and operation of an collaboratively review and enhance Satisfaction Survey, Checklist Form,
mechanisms, and information accountability assessment appropriate accountability accountability systems; processes, Survey Questionnaire, Tracer Study Tool,
collection and validation framework with basic components, assessment system. mechanisms and tools. School Report Cards
techniques and processes are including implementation guidelines. * Feedback Mechanisms: Gen.
inclusive and collaboratively Assembly Meeting, Education Summit,
developed and agreed upon. Stakeholders Forum, School Report
Card, State of the School Address
(SOSA), Parents’ Conference, School
Website, Home Visitation, School
Bulletin, Parenting Seminar
* Information Collection: Sampling –
Convenient & Purposive, Suggestion
Box, Documentation, Conduct Survey
* Validation Techniques and
Processes: FGD, Participation,
Brainstorming, Interview, Triangulation,
Observation – Direct& Indirect
- Attendance, Photos, Minutes of the
Meeting in the development of
accountability assessment criteria
5. Participatory assessment of School initiates periodic School initiates periodic School- community developed * M&E Process – Midyear/Annual
performance is done regularly performance assessments with the performance assessments with the performance assessment is practiced Review, SMEPA Institutionalization
with the community. Assessment participation of stakeholders. participation of stakeholders. and is the basis for improving focusing on Assessment of:
results and lessons learned monitoring and evaluation systems, - KPIs on Access (Enrolment & Drop-out
serve as basis for feedback, providing technical assistance, and rate) Quality (NAT) & Governance (SBM
technical assistance, recognition recognizing and refining plans. Assessment)
and plan adjustment. - School’s PPAs: WSRP
BrigadaEskwela, WINS PROGRAM
Gulayan sa Paaralan, Guidance
Program, ADM/DORP, LPP,
Feeding Program, PPP, etc
* Assessment Results based on M&E
Feedback:
- Enhanced Implementation of School’s
PPAs
- Technical Assistance: Remedial
Instruction Program, Training Program,
Proposed new Programs
- Recognition:
- Plan Adjustment: Catch-up Plan of AIP
or PPAs
- Attendance, Photos, Minutes of the
Meeting in the conduct of Participatory
Assessment Performance (SMEA)

_____________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)

CONTEXTUALIZED SBM ASSESSMENT TOOL

Name of School: ____________________________ Division: ________________________ Date: ___________________

D. MANAGEMENT OF RESOURCES (15%)

Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.
Indicators 1 2 3 MOVs/Documents/ Rating Recommendation
Systems
1. Regularly resource Resource inventory is Resource inventories are * Process – Regular Resources
inventory is collaboratively Stakeholders are aware that a characterized by regularity, systematically developed Inventory of:
undertaken by learning regular resource inventory is increased participation of and stakeholders are - Human Resources (Teachers, Students,
managers. Learning available and is used as the stakeholders, and engaged in a collaborative Partners)
mangers, learning basis for resource allocation and communicated to the process to make decisions - Financial Resources (PTA, MOOE, Canteen
facilitators, and community mobilization. community as the basis for on resource allocation and Fund, IGP, Clubs)
stakeholders as basis for resource allocation and mobilization. - Technological Resources
resource allocation and mobilization. - Instructional Materials
mobilization. - Furniture
- Rooms
- WinS
- School Site Titling
- Instructional Tools & Equipment
* Output: Resources Allocation &
Mobilization Plan (RAMP)
2. A regular dialogue for Stakeholders are regularly Stakeholders collaborate * Process: Regular Resource Planning and
planning and resource Stakeholders are invited to engaged in the planning and to ensure timely and need- Programming through Strategic Planning
programming, that is participate in the development of resource programming, and in based planning and * Output:
accessible and inclusive, an educational plan in resource the implementation of the resource programming - Human Resource Dev’t Plan (HRDP)
continuously engage programming, and in the education plan. and support continuous - Financial Mgt. Dev’t Plan (FMDP)
stakeholders and support implementation of the implementation of the - Technology Resource Improvement Plan
implementation of educational plan. education plan. (TRIP)
community education - School Physical Dev,t Plan (SPDP)
plans. - Annual Procurement Plan
- IGP Sustainability Plan
3. Resources are Stakeholders are engaged and Stakeholders sustain the * Mechanisms:
collectively and judiciously Stakeholders support judicious, share expertise in the implementation and - Updated Transparency Board of all
mobilized and managed with appropriate, and effective use of collaborative resource improvement of a Finances (MOOE, PTA, IGP, Canteen Fund,
transparency, resources. management system. collaboratively developed, Donations, etc)
effectiveness, and periodically adjusted, and - Innovations for the collective and judicious
efficiency. constituent- focused utilization and transparent, effective and
resource management efficient resource management system
system.

4. Regular monitoring, Stakeholders collaboratively SMEA of the following:

evaluation, and reporting Stakeholders are invited to participate in the development Stakeholders are - Human Resource Dev’t Plan (HRDP)
processes of resource participate in the development and implementation of engages, held - Financial Mgt. Dev’t Plan (FMDP)
management are and implementation of monitoring, evaluation, and accountable and - Technology Resource Improvement Plan
collaboratively developed monitoring, evaluation, and reporting processes on implement a (TRIP)
and implemented by the reporting processes on resource resource management. collaboratively developed - School Physical Dev,t Plan (SPDP)
learning managers, management. system of monitoring, - Annual Procurement Plan (APP)
facilitators, and community evaluation and reporting - Inventory List of all resources
stakeholders. for resource management.
5. There is a system that An engagement procedure to Stake holders support a system An established system of * Cash Disbursement (MOOE)
manages the network and identify and utilize partnerships of partnerships for improving partnership is managed * Transparency Board
linkages which strengthen with stakeholders for improving resource management. and sustained by the * Financial Reports (PTA, IGP, Canteen,
and sustain partnerships resource management is stakeholders for School Clubs/Organization)
for improving resource evident. continuous improvement
management. of resource management.

_________________________________________________________________________
SBM Assessor/s
(Signature over Printed Name)